Control of Epidemiologically Important, Resistant Gram-Positive Bacteria, Coursework Example

The education of community members regarding Methicillin-resistant Staphylococcus aureus (MRSA) represents a challenge for nurses and other knowledge experts who have experience with the condition, including its prevalence, risk factors, diagnosis, and treatment. This is a complex set of circumstances that involve community-based education and guidance in order to inform the general public of the factors related to the condition and how it impacts the life span. One target population for consideration is older adults over the age of 55 who face a higher risk of health concerns and could be subject to MRSA exposure during hospitalization. For this population, it is important to provide insight regarding the realities of MRSA and how it impacts patient care quality, as well as what steps are required to minimize its risk and overall influence on health status.

From an informational perspective, educators must provide a clear-cut approach to MRSA and provide statistics regarding its overall level of influence on patients who face the highest level of risk. Education in this regard is critical because it improves knowledge from a community-based point of view and supports cautionary measures which are designed to prevent the spread of MRSA as much as possible (Robinson, Edgley, & Morrell, 2014). Information regarding how MRSA is contracted, its signs and symptoms, and the treatment methods that are available are essential in preventing spread of the condition and its risk to patients (Robinson et.al, 2014).

Educators must offer information regarding the costs associated with MRSA, which may be up to $13.8 billion annually in societal burden (Lee et.al, 2013). In addition, the impact on third-party payers is significant and requires further understanding in order to have a far-reaching influence on communities regarding the realities of the condition and how it influences healthcare in many ways (Lee et.al, 2013). The economic drivers of MRSA are substantial and are likely to drive home the impact of the condition on healthcare practice and how it trickles down to patient care quality (Lee et.al, 2013). In addition, the program must also include methods regarding infection prevention and what individuals can do to prevent the spread of MRSA, as well as what nurses are trained to provide with respect to prevention controls (Horner et.al, 2012). Understanding the dynamics of MRSA prevention may go a long way in supporting strategies that are designed to limit the spread of bacterial colonization in high risk areas (Horner et.al, 2012).

Prior evidence must also be incorporated into the educational program, such as basic knowledge sharing with patients and community members in a format that is easy to understand yet emphasizes the importance of disease management for at risk populations (Rohde & Ross-Gordon, 2012). In addition, providing real-life examples of patients who have been diagnosed with MRSA and their outcomes must also be considered as part of a practical approach to education to inform the general public regarding the risks associated with this type of infection and how it impacts direct patient care (Rohde & Ross-Gordon, 2012). It is expected that by providing a realistic portrayal of MRSA, the message will be loud and clear for patients and community members and will enable them to employ the appropriate hygienic techniques whenever possible.

Budget

In order to offer an educational program regarding MRSA, it is important to recognize the costs of the program and the resources that are required to achieve the desired results. For example, the following budgetary items must be included:

• Projector use/rental for PowerPoint Presentation and brief video ($75)
• Paper, pens, other materials ($60)
• Space rental for community education events ($150)
• Nurse educator: $35/hour x 10 hours ($350)
• Total Cost of Program: $635 for a total of two community sessions, 90 minutes each

This budget provides a framework for supporting the development of an effective educational program that will have lasting benefits and will support knowledge promotion and greater prevention for the general public.

In acute hospital environments, infections in non-acute environments are lower than in acute care facilities, with 0.4-1.8 infections versus 3.0-25 infections for every 1,000 patient days (Morgan, 2014). In addition, infection risk is lower, with 0.2 versus 0.6 for every 1,000 patient days; however, patients in non-acute facilities are more likely to be placed with other patients and will not be isolated as easily (Morgan, 2014). Each patient must be evaluated closely for his or her risk of infection, along with other factors that influence how they will respond to exposure to the infection and its impact on their health (Morgaijjjn, 2014). This process supports the need to distinguish between acute versus non-acute infections on the basis of factors such as hand hygiene, the use of gloves, and transmission pathways, while also adopting key principles that are based upon prevention strategies that have been successful in both types of organizations (Morgan, 2014). These factors support the need to further examine how to educate patients and the general public regarding MRSA and how it will benefit their lives over the long term. This process will ensure that nurses are providing the appropriate message in acute and non-acute facilities to patients, to family members, and to other healthcare workers, particularly when the risk is very high.

References

Horner, C., Wilcox, M., Barr, B., Hall, D., Hodgson, G., Parnell, P., & Tompkins, D. (2012). The longitudinal prevalence of MRSA in care home residents and the effectiveness of improving infection prevention knowledge and practice on colonisation using a stepped wedge study design. BMJ open,2(1), e000423.

Lee, B. Y., Singh, A., David, M. Z., Bartsch, S. M., Slayton, R. B., Huang, S. S., … & Daum, R. (2013). The economic burden of community‐associated methicillin‐resistant Staphylococcus aureus (CA‐MRSA).Clinical Microbiology and Infection,19(6), 528-536.

Morgan, D.J. (2014). Control of epidemiologically important, resistant gram-positive bacteria. Retrieved from http://www.hopkinsmedicine.org/armstrong_institute/_files/fellows_course_materials/5%20Morgan%20Gram%20Positive.pdf

Robinson, J., Edgley, A., & Morrell, J. (2014). MRSA care in the community: why patient education matters. British journal of community nursing, 19(9), 436-441.

Rohde, R. E., & Ross-Gordon, J. (2012). MRSA model of learning and adaptation: a qualitative study among the general public. BMC health services research, 12(1), 88.

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